3 research outputs found
νκ²½λνμ κ²°λ§ λΆμκΈ°κ° μ΄λ±νμμ νκ²½κ°μμ±κ³Ό νκ²½νλμ λ―ΈμΉλ μν₯
νμλ
Όλ¬Έ (μμ¬)-- μμΈλνκ΅ λνμ : μ¬λ²λν νλκ³Όμ νκ²½κ΅μ‘μ 곡, 2018. 2. λ₯μ¬λͺ
.μ΄ μ°κ΅¬μ λͺ©μ μ νκ²½λνμ κ²°λ§ λΆμκΈ°κ° μ΄λ±νμμ νκ²½κ°μμ±κ³Ό νκ²½νλμ μ΄λ€ μν₯μ λ―ΈμΉλκ°λ₯Ό μ‘°μ¬ λΆμνμ¬, νμλ€μ νκ²½κ°μμ±κ³Ό νκ²½νλλ₯Ό λ°λμ§ν λ°©ν₯μΌλ‘ μ μ₯μν¬ μ μλ κ΅μ‘ μλ£μ μ μ κ³Ό νκ²½ κ΅μ‘ λ°©λ²μ κ°μ μ λν μμ¬μ μ μ 곡νκΈ° μν κ²μ΄λ€. μ°κ΅¬λ₯Ό μνμ¬ μμΈμ μμ΄κ΅¬μ μμΉν Iμ΄λ±νκ΅ 5νλ
νμ 102λͺ
μ λ μ€νμ§λ¨κ³Ό ν΅μ μ§λ¨μΌλ‘ λλμ΄, νκ²½κ°μμ± λ° νκ²½νλ κ²μ¬μ§λ‘ μ¬μ κ²μ¬λ₯Ό ν ν, ν μ€νμ§λ¨μλ κΈμ μ κ²°λ§ λΆμκΈ°μ νκ²½λνλ₯Ό, λ€λ₯Έ μ€νμ§λ¨μλ λΆμ μ κ²°λ§ λΆμκΈ°μ νκ²½λνλ₯Ό κ° 8νΈμ© μ½ 3μ£Ό λμ μ½κ² ν ν μ¬ν κ²μ¬λ₯Ό νμ¬ κ·Έ κ²°κ³Όλ₯Ό λΉκ΅ λΆμνμλ€. νκ²½λνμ κ²°λ§ λΆμκΈ°λ νμλ€μ΄ κ²°λ§ λ΄μ©μ μ½κ³ μ΄λ€ κΈ°λΆμ΄λ κ°μ μ΄ λλμ§μ λ°λΌ κΈμ μ κ²°λ§ λΆμκΈ°μ λΆμ μ κ²°λ§ λΆμκΈ°λ‘ κ΅¬λΆ μ§μλ€. κΈμ μ κ²°λ§ λΆμκΈ°μ νκ²½λνλ νκ²½λ¬Έμ μ 극볡, μ¬λκ³Ό μμ°(λμλ¬Ό)μ΄ κ³΅μνλ©° μ΄μκ°λ λ±μ λ΄μ©μΌλ‘ λ§λ¬΄λ¦¬λλ©°, μ΄λ₯Ό μ½κ³ λ§μ‘±μ€λ¬μ, ν¬λ§μ μ, ν볡ν¨κ³Ό κ°μ κΈμ μ μλ₯Ό λλ μ μλ€. λΆμ μ κ²°λ§ λΆμκΈ°μ νκ²½λνλ μΈκ°μ μμ¬μΌλ‘ μΈν΄ μμ°μ΄ νκ΄΄λκ±°λ λ±μ₯μΈλ¬Όμ΄ λΆνν΄μ§λ λ±μ λ΄μ©μΌλ‘ λ§λ¬΄λ¦¬λλ©°, μ΄λ₯Ό μ½κ³ νλ¨, μ λ§μ μ, μ°μΈν¨κ³Ό κ°μ λΆμ μ μλ₯Ό λλ μ μλ€.
μ°κ΅¬ κ²°κ³Ό, λ μ€νμ§λ¨ κ°μ μ¬νκ²μ¬ λΆμ κ²°κ³Ό, νκ²½κ°μμ±κ³Ό νκ²½νλμμ ν΅κ³μ μΌλ‘ μ μλ―Έν μ°¨μ΄κ° μλ κ²μΌλ‘ λνλ¬λ€. μ°μ , κΈμ μ κ²°λ§ λΆμκΈ°μ νκ²½λνκ° νκ²½κ°μμ± μ 체μ λ²μ£Όλ³ νκ²½κ°μμ± μ μ₯μ λ ν¨κ³Όκ° μμλ€. νκ²½νλλ₯Ό μ΄ν΄λ³΄λ©΄, κΈμ μ κ²°λ§ λΆμκΈ°μ νκ²½λνκ° νκ²½νλ μ 체μ μμλ³ νκ²½νλμ λ³νμ λ λ°λμ§ν λ°©ν₯μΌλ‘ μν₯μ λ―Έμ³€λ€. ννΈ μ£Όμ λ³ νκ²½νλμμλ νκ²½μΌλ°, νκ²½μ€μΌ, μλμ§, μμμμμλ κΈμ μ κ²°λ§ λΆμκΈ°μ νκ²½λνκ°, μ¬νμ©μμλ λΆμ μ κ²°λ§ λΆμκΈ°μ νκ²½λνκ° λ ν¨κ³Όμ μΈ κ²μΌλ‘ λνλ¬λ€. λλ¬Όλ³΄νΈ μ£Όμ μμλ ν΅κ³μ μΌλ‘ μ μλ―Έν μ°¨μ΄κ° μμλλ°, λλ¬Όλ³΄νΈ νλ νμ±μ μμ΄μ λνμ κ²°λ§ λΆμκΈ°κ° ν° μν₯μ μ£Όμ§ μλλ€κ³ λ³Ό μ μλ€.
κ²°λ‘ μ μΌλ‘ νκ²½λνμ κ²°λ§ λΆμκΈ°λ μ΄λ±νκ΅ νμλ€μ νκ²½κ°μμ±κ³Ό νκ²½νλμ μν₯μ μ£Όμλ€. λ°λΌμ νκ²½ κ΄λ ¨ μμ
λ΄μΈμμ νμ΅ μ£Όμ λ λͺ©νμ λ°λΌ μ μ ν νκ²½ λ
μ μλ£λ₯Ό ν¬μ
νλ©΄ νμλ€μ νκ²½κ°μμ±κ³Ό νκ²½μ λν νλλ₯Ό κΈμ μ μΈ λ°©ν₯μΌλ‘ μ μ₯μν¬ μ μμ κ²μΌλ‘ 보μ΄λ©°, μΌμμμλ νκ²½ λ
μ νλμ κΎΈμ€ν νλ€λ©΄, κΆκ·Ήμ μΌλ‘ νμλ€μ μ€μ²μ μ±ν₯μ΄ λμμ§ κ²μΌλ‘ μκ°λλ€.The purpose of this study is to investigate the influence of the mood of the end of environmental fairy tales on elementary school students environmental sensibility and environmental attitude and to provide suggestions for the selection of educational materials and the improvement of environmental education methods that can enhance students environmental sensibility and environmental attitude in a desirable direction.
For the study, 102 students who are the fifth grade of elementary schol located in Seocho-gu, Seoul were divided into two experimental groups and a control group, and after the preliminary test with the inventory with regard to environmental sensibility and environmental attitude, it allowed one experimental group to read 8 environmental fairy tales with a positive ending mood and the other experimental group to read 8 environmental fairy tales with a negative ending mood for about three weeks, respectively, and then the post test was conducted to compare and analyze the results.
The mood in the end of environmental fairy tales was classified into a positive ending mood and a negative ending mood depending on how students feel after reading the contents of the ending. Environmental fairy tales that create a positive ending mood end with contents such as the overcoming of environmental problems and living together with people and nature(animals and plants), which makes readers feel positive emotions such as satisfaction, hopefulness, and happiness. Environmental fairy tales that create a negative ending mood end with contents like that nature is destroyed, or characters become unhappy due to human greed, making it possible for readers to feel negative feelings such as angry, hopeless, and depressed.
The results of analyzing the study and post-test between the two experimental groups showed that there was a statistically significant difference in environmental sensibility and environmental attitude. First of all, environmental fairy tales that create a positive ending mood were more effective in enhancing the overall environmental sensibility and environmental sensibility by category. In terms of the environmental attitude, the environmental fairy tales with a positive ending mood influenced the overall environmental attitude and the changes in the environmental attitudes of each area in a more favorable direction. On the other hand, in the environmental attitudes of each subject, the environmental fairy tales with a positive ending mood were more effective in the general environment, environmental pollution, energy, and water resources, and those with a negative ending mood were more effective in the recycling. There was no statistically significant difference in animal protection-related topics, meaning that the mood of the end of fairy tales did not have a great influence on the formation of attitudes toward animal protection.
In conclusion, the mood of the end of environmental fairy tales had an influence on the environmental sensibility and environmental attitude of elementary school students. Therefore, the inclusion of proper environmental reading materials according to the learning theme or target within or outside the environment-related classroom will likely enhance students environmental sensibility and environmental attitude in a positive direction, and if students continue to do activities about reading environmental books, it is thought to ultimately increase students practical orientation.μ 1 μ₯ μλ‘ 1
μ 1 μ μ°κ΅¬μ νμμ± λ° λͺ©μ 1
μ 2 μ μ°κ΅¬λ¬Έμ 4
μ 3 μ μ©μ΄ λ° κ°λ
μ μ μ 5
1. νκ²½λν 5
2. κ²°λ§ λΆμκΈ° 5
3. νκ²½κ°μμ± 6
4. νκ²½νλ 6
μ 2 μ₯ μ΄λ‘ μ λ°°κ²½ 7
μ 1 μ μ΄λ±νκ²½κ΅μ‘κ³Ό νκ²½λν 7
1. μ΄λ±νκ²½κ΅μ‘μ λͺ©ν 7
2. μ΄λ±νκ²½κ΅μ‘μ νΉμ± 8
3. νκ²½λνμ κ΅μ‘μ κ°μΉ 9
4. μ νμ°κ΅¬ κ²ν 10
μ 2 μ νκ²½κ°μμ±μ μ΄λ‘ μ νμ 11
1. νκ²½κ°μμ±μ κ°λ
11
2. νκ²½κ°μμ±μ νμμ± 12
3. νκ²½κ°μμ±μ ꡬμ±μμμ μΈ‘μ 13
μ 3 μ νκ²½νλμ μ΄λ‘ μ νμ 15
1. νκ²½νλμ κ°λ
15
2. νκ²½νλμ ꡬμ±μμ 15
3. νκ²½νλ νμ±μ μ€μμ± 17
μ 4 μ κΈμ μ μ λ° λΆμ μ μ 17
1. κΈμ μ μ λ° λΆμ μ μμ μ μ 18
2. κΈμ μ μ λ° λΆμ μ μμ νΉμ± 19
μ 3 μ₯ μ°κ΅¬ λ°©λ² 20
μ 1 μ μ°κ΅¬μ μ μ°¨ 20
μ 2 μ μ€νμ€κ³ 21
1. μ¬μ κ²μ¬ 22
2. μ€ν μ²μΉ 23
3. μ¬νκ²μ¬ 27
μ 3 μ κ²μ¬λꡬ 27
1. νκ²½κ°μμ± 27
2. νκ²½νλ 28
μ 4 μ μλ£μ μ²λ¦¬ 31
μ 4 μ₯ κ²°κ³Ό λ° λ
Όμ 32
μ 1 μ νκ²½κ°μμ±μ λ³ν 32
1. νκ²½κ°μμ± μ 체μ λ³νμ λ―ΈμΉλ μν₯ 32
2. νκ²½κ°μμ±μ λν κ° λ²μ£Όμ λ³νμ λ―ΈμΉλ μν₯ 34
μ 2 μ νκ²½νλμ λ³ν 39
1. νκ²½νλ μ 체μ λ³νμ λ―ΈμΉλ μν₯ 39
2. νκ²½νλ μ€ μμ λ³νμ λ―ΈμΉλ μν₯ 41
3. νκ²½νλ μ€ μ£Όμ λ³νμ λ―ΈμΉλ μν₯ 45
μ 5 μ₯ κ²°λ‘ λ° μ μΈ 52
μ 1 μ κ²°λ‘ 52
μ 2 μ μ μΈ 55
μ°Έκ³ λ¬Έν 56
Abstract 61
λΆλ‘ 64Maste